http://www.collaborativelearning.org/giraffepellyme.pdf The Giraffe and the Pelly and me (and the Monkey!) Reassembling and retelling the story He kept his beak firmly closed and shook his head at the Duke. beak is full of ?
http://www.collaborativelearning.org/giraffepellyme.pdf
The Giraffe and the Pelly and me (and the Monkey!)
Reassembling and retelling the story
He kept his beak firmly closed and shook his head at
the Duke.
beak is full of ?
http://www.collaborativelearning.org/giraffepellyme.pdf
The Giraffe and the Pelly and me (and the Monkey!)
We are working on the following activities and welcome your input.
Text and illustration cards. This is now complete and has been tried out inthe classroom. Sweets pairs game - matching names and illustrationsItems and characters connect four game.Time line activity events sequence.Who sang it activity - matching songlines to characters.
Webaddress:www.collaborativelearning.org/giraffepellyme.pdfLast update in preparation for 2019 NATE conference. 3rd June 2019
COLLABORATIVE LEARNING PROJECTProject Director: Stuart ScottSupporting a cooperative network of teaching professionals throughout the European Union to develop and disseminate accessible teaching materials in all subject areas and for all ages.
17, Barford Street, Islington, London N1 0QB UK Phone: 0044 (0)20 7226 8885 Fax: 0044 (0)20 7704 1350
Website: http://www.collaborativelearning.org BRIEF SUMMARY OF BASIC PRINCIPLES BEHIND OUR TEACHING ACTIVITIES:The project is a teacher network, and a non-profit making educational trust. Our main aim is to develop and disseminate classroom tested examples of effective group strategies across all phases and subjects. We hope they will inspire you to use similar strategies in other topics and curriculum areas. We run teacher workshops, swapshops and conferences throughout the European Union. The project publishes a catalogue of activities plus lists in selected subject areas, and a newsletter available by post or internet: “PAPERCLIP’.
*These activities were influenced by current thinking about the role of language in learning. They are designed to help children learn through talk and active learning in small groups. They work best in mixed classes where children in need of language or learning support are integrated. They are well suited for the development of speaking and listening . They provide teachers opportunities for spoken language and other assessment.
*They support differentiation by placing a high value on what children can offer to each other on a particular topic, and also give children the chance to respect each other’s views and formulate shared opinions which they can disseminate to peers. By helping them to take ideas and abstract concepts and move them about physically they help to develop thinking skills.
*They give children the opportunity to participate in their own words and language in their own time without pressure. Many activities can be tried out in mother tongue and afterwards in English. A growing number of activities are available in more than one language, not translated, but mixed, so that you may need more than one language to complete the activity.
*They encourage study skills in context, and should therefore be used with a range of appropriate information books which are preferably within reach in the classroom.
*They are generally adaptable over a wide age range because children can bring their own knowledge to an activity and refer to books at an appropriate level. The activities work like catalysts.
*All project activities were planned and developed by teachers working together, and the main reason they are disseminated is to encourage teachers to work effectively with each other inside and outside the classroom. They have made it possible for mainstream and language and learning sup-
port teachers to share an equal role in curriculum delivery. They should be adapted to local conditions. In order to help us keep pace with curriculum changes, please send any new or revised activities back to the project, so that we can add them to our lists of materials.
http://www.collaborativelearning.org/giraffepellyme.pdf
Quentin Blake put about the same amount of energy into this book as Roald Dahl and as a result there is a drawing on nearly every page. We have produced a set of matching text and illustration cards and divided them into six parts.
The principle of this transformation activity is to help children gain ownership of the story and feel confident about telling it to the rest of the class. Our idea here is for the class to divide into six groups. Each group takes a different set of twelve cards (A,B etc.: you might find it easier to print these in different colours to help to keep them in order). Each group matches drawings and text into pairs. The next task is to arrange them in order to tell the story. The first card of each set is marked. The pictures contain clues to help the process. If the children know the story well they will be able to do this without referring to the book, but if each group have maybe two or three books between them they can skim and scan and check the order of the events. Then we thought each group could plan to tell their part of the story to the rest of the class in a way where everyone participates. So, as in our other transformation activities, children move from reading to discussing to presenting with lots of opportunities for talk.
GIRAFFE AND THE PELLY AND ME - TEXT and ILLUSTRATION CARDS
http://www.collaborativelearning.org/giraffepellyme.pdf
A queer old empty wooden house standing all by itself on the side
of the road.
The door was fantastic. It was twice as high as the
other one had been and it looked ridiculous.
THE
GRU
BBER
THE GRUBBERIt looked as though some madman was ripping out the whole inside of the
house.
A
AA
A A
A
A A
A
Part One starts here
http://www.collaborativelearning.org/giraffepellyme.pdf
Oh, how I wishFor a big fat fish.
I'm as hungry as ever could be!A dish of fish is my only wish.How far are we from the sea?
You'll never see a beak so fineI don't care where you go:
There's magic in this beak of mine
Hop in and don't say NO!
Then a HEAD appeared at an open window
I stared at the head. The head stared back at me with
big round dark eyes.
The Monkey stood on the window sill and did a jiggly
little dance. He was so skinny he seemed to be made out of
furry bits of wire..
I watched in amazement as the top half of the
pelican's beak began to slide smoothly backwards into his head until the whole thing was almost out of sight.
So I slide it away For the rest of the day!
Even so, I'm still able to speak!And wherever I've flown It has always been known
As the Pelican's Patented Beak.
A AA
AA
A
AAA
slide
slide
http://www.collaborativelearning.org/giraffepellyme.pdf
I climbed into the big orange beak and with a
swoosh of wings the Pelican carried me back to his perch
on the window sill.
A chauffeur in a blue and gold uniform got out of a
Rolls Royce. He was carrying an envelope in one gloved
hand.
The chauffeur looked up and saw us. He saw the Giraffe, the Pelly, the Monkey and me all staring down at him
from above.
B
BB
B
B
B
B
BB 677 windows
Part Two starts here
letter
very
ex
pens
ive
car
http://www.collaborativelearning.org/giraffepellyme.pdf
The chauffeur unfolded the letter and began to
read, "Dear Sirs, I saw your notice as I drove by this
morning. I have been looking for a decent window cleaner for the last fifty years..."
It was like a palace! It was bigger than an palace! "Just look at those windows!" cried
the Monkey.
The Monkey jumped off the window sill on to the
Giraffe's back. The Pelican with me in his beak flew
across and perched on the very top of the Giraffe's
head.
Six hundred and seventy seven windows!
"Get me those great big black juicy ones right at the
very top!"
"I can't reach them, Your Grace," the gardener called
back.
"Pick them Billy!" the Pelican whispered. "Pick them quickly
and put them in my beak!"
"Some damnable monster is stealing my best cherries!
Be off with you Sir, Go away! Those are my cherries not
yours!"
BB B
the
gard
ener
B
B
B
B B
cherries
cher
ries
angr
y du
ke
http://www.collaborativelearning.org/giraffepellyme.pdf
"Your cherries, your Grace!" I said, as I leaned
over the edge of the Pelican's beak and offered
a handful to the Duke.
29 30
"You asked us to come and see you," the Giraffe
said. "We've come to clean your windows."
"I liked the way you picked those cherries for me," he said. "Could you
also pick my apples in the autumn?"
C
Part Three starts here
C C
C
C C C
CC
C
"You asked us to come and
see you," cherries
"You can't reach!"
"Who says?"
http://www.collaborativelearning.org/giraffepellyme.pdf
The Pelican held his great beak under the tap until it was full of
water.
"Who says we can't reach the top windows? the Giraffe called back."I do," the Duke said
firmly,"and I'm not having any of you risking your silly
necks around here."
"Show him, Giraffe. Go on and show him what you can do with your magical neck."The next moment the neck began to grow longer and
longer and higher and higher and higher!
The giraffe was beginning to sing a little song:
My neck can stretch terribly highMuch higher than eagles can fly.
If I ventured to showJust how high it would go.
You'd lose sight of my head in the sky!
The speed with which the team worked was
astonishing. As soon as one window was done the Giraffe moved the Monkey over to
the next one and the Pelican followed.
The Giraffe came up very close to the Duke and
whispered. "There is a man in one of the bedrooms on the third floor. He's got a
pistol!
CC C
C
C
C
C
"Whisper"
C
C
http://www.collaborativelearning.org/giraffepellyme.pdf
As the Pelican he flew he turned himself
upside down and tipped the window cleaning
water out of his beak.
He kept his beak firmly closed and shook his head
at the Duke.
The Pelican flew in the open window and five seconds later flew out again with his great orange beak firmly closed. He landed on the lawn beside the
Duke.
Part Four starts here
D top of the drawing
bottom of the drawing
D
DD
D D
D
D
D
the lawn
beak is full of ?
Shake!Shake!
"My
jewe
ls!"
BIG
VOIC
E
http://www.collaborativelearning.org/giraffepellyme.pdf
The Pelican shook his head from side to side so fast that the beak
became a blur.
My diamonds are over the ocean,My diamonds are over the sea
Bring back, bring backOh bring back my diamonds to me!
"My jewels! Someone's stolen my jewels!"
Everyone joined in the chorus:
She began to sing:
Bring back, bring backOh bring back my diamonds to me!
The Pelican opened his gigantic beak and
immediately the policemen pounced upon the burglar.
"Where are my diamonds?"
"Here they are!" cried the Chief of Police, fishing great handfuls of jewellery from
the burglar's pockets.
D DD
D
D
D
D
D
D
http://www.collaborativelearning.org/giraffepellyme.pdf
"Look," cried the Monkey. "That rotten burglar has
made a hole in poor Pelly's beak."
"I hereby invite the Giraffe, the Pelican and the Monkey to live on my estate for the
rest of their lives."
"Look over there. You will see the only plantation of Tinkle
Tinkle trees in the entire country."
The Giraffe gave a gasp of astonishment and tears
dropped down..
Part Five starts here
a hole
an in
vita
tion
tear
s of
de
light
E
EE E
E
E
E
E
E
Tink
le T
inkl
e tr
ees
walnuts
river over here
http://www.collaborativelearning.org/giraffepellyme.pdf
She was burying her head in the pink and purple
flowers that blossomed on the tops of the trees
around her.
"That is the river Hamp," cried the Duke. "The finest salmon river in the whole of
Europe."
The Monkey took off like an arrow and a few seconds
later he was high in the branches of the walnut
tree cracking the nuts and guzzling what was inside.
A few moment later he was in the air again, and
he had a gigantic salmon in his beak.
"Yes," I murmured nervously, " I do have a
special little wish."
"We'll make The Grubber into the most wonderful
sweetshop in the world! And you my boy will own it! "
E EE
E
EE
EEE"Y
es"
salmon
http://www.collaborativelearning.org/giraffepellyme.pdf
Then the builders and carpenters moved in and rebuilt the whole of the
inside so it had three floors again.
Then the sweets and chocs and toffees and fudges and nougats began pouring in to fill the shelves of the sweet
shop.
I remember especially the Giant Wangdoodles from Australia every one with a giant red strawberry
hidden inside.
F
FFF
F F
Part Six starts here
FF F
7 colours
stuck!
http://www.collaborativelearning.org/giraffepellyme.pdf
Electric Fizzcocklers that made your hair stand
straight up on end.Willie Wonka Rainbow Drops suck them and you can spit in seven different colours.
Stickjaw for talkative parents.
Mint Jujubes that give the boy next door green teeth
for a month.
The television cameras and the newspaper reporters were
all there and the old Duke himself stood out in the road with my friends the Giraffe
and the Pelly and the Monkey.
The moment the Duke popped one of them into his mouth, thick black smoke came gushing out of
the old boy's nostrils.
"It's wonderful," cried the Giraffe as a cascade of
lovely liquid flavours poured all the way down her long
long throat.
After he had put a Pishlet in his beak and chewed it for
a while, he suddenly started singing like a nightingale.
F FF
FF
F"I
t's
wond
erfu
l!"
FFF
Hot!Hot!Hot!
http://www.collaborativelearning.org/giraffepellyme.pdf
When you have sucked a Devil's Drencher for a
minute or so you can set your breath alight.
We have tears in our eyesAs we wave our goodbyesWe loved being with you
We three!
No book every endsWhen it's full of your
friends!The Giraffe and the Pelly
and me!
F FF